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Course Criteria
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3.00 Credits
This course provides knowledge and skills in mastery of the Unified English Braille Code, Nemeth Code, and use of the abacus. Students will demonstrate competence in braille mathematics in both Unified English Braille and Nemeth code. Grade 3 braille, slate & stylus, braille foreign language, braille music, basic formatting, and extended experiences in reading and writing grade 2 braille will be covered. Advanced methods of teaching braille are emphasized throughout the course.
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3.00 Credits
This course provides strategies for teaching and adapting materials and instruction in content areas, communication skills (i.e., reading and writing Braille, reading and writing print with and without low vision devices, finger spelling), listening skills, use of technology, independent and daily living skills, habilitation, career/vocational concerns, physical education, transition from the educational setting, and leisure and recreation for students with visual impairments, including multiple disabilities and deafblindness. The course provides a theoretical framework for the concept of teacher as lifelong learner, assessment strategies for learning medium and reading medium, writing IEP's, and research applications.
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3.00 Credits
This course is an in-depth study of instructional planning for secondary-level students with disabilities. The course will present research-based methods that have been effective for students with disabilities in the area of science and social studies. A variety of interventions and resources will be used to address specific content area skills. These interventions and resources will be integrated into daily instructional plans and/or used as a replacement academic resource. An emphasis on evidence-based practices and interventions for secondary students with disabilities ranging from the primary level of education to the secondary level will be introduced in this course. Emphasis will be placed on evidence-based practices in science and social studies and procedures for effective content area interventions for students with disabilities at the secondary level.
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3.00 Credits
This course addresses the knowledge base and skills necessary for general education teachers to successfully include students with disabilities into their classrooms. Emphasis is placed on structuring inclusive environments and designing and implementing appropriate accommodations for elementary and secondary students possessing specific disabilities.
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3.00 Credits
This course addresses the knowledge base and skills necessary for ALL teachers to successfully include ALL students (e.g. ELL, CLD, non-disabled, special needs) into their classrooms. Emphasis is placed on structuring inclusive environments and designing and implementing appropriate accommodations for ALL students within content specific classes. The focus of the course will be on professional collaboration, home-school collaboration, universal design for learning, access to the general education curriculum, and assistive technology.
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3.00 Credits
This course is an in depth study in the teaching of literacy for struggling readers and special education students. The course will present characteristics and factors contributing to struggling readers. Pre-referral guidelines of federal and state laws will be discussed, including RTI, scientifically research-based and evidence-based instruction, and on-going progress monitor of student performance. The sequence of language, reading, and writing skills will be described as these areas pose challenges for student with disabilities. An emphasis on instructional tools, guidelines for instruction, organizational and teaching strategies, remedial methods and techniques for the child with a disability in preschool through secondary education will be introduced in this course.
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3.00 Credits
This course presents an in-depth study in the teaching of reading, math, and written expression to students with disabilities. The course will present formal and informal assessments tools used to design effective individualized intervention. A variety of intensive teaching and learning strategies and resources will be used to address specific targeted skill needs. These strategies and resources will be integrated into daily instructional plans and/or used as a replacement academic resource. An emphasis on instructional tools, guidelines for instruction, organizational and teaching strategies, remedial methods and techniques for the child with a disability in preschool through secondary education will be introduced in this course.
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3.00 Credits
This course is an in-depth study of the purposes of atypical classes, curricular content and its organization, formal and informal assessment techniques, classroom management and the various methods of teaching the atypical child. The course will expose teacher candidates to informal and formal assessment, instructional delivery methodology and remediation strategies for the PreK-8 learner.
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3.00 Credits
This course addresses aligning IEPs for students with disabilities with the general education academic standards. Using the Pennsylvania Department of Education standards Aligned Systems, teacher candidates learn to develop IEPs that provide access to the general education curriculum for students with disabilities. Emphasis will be on the conceptual framework (Understanding by Design), specially designed instruction, on-going progress monitoring, and data based decision-making.
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3.00 Credits
This course provides information related to systematic strategic academic planning for students with mild disabilities (i.e. specific learning disabilities, mild mental retardation, mild behavior disorders). Students will be introduced to definitions, etiologies, formative assessments, and evidence based practices for these high incidence populations. High incidence disabilities will be viewed across the life span, requiring persistent educational support.
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